An Exploratory Multiple Case Study about Using Game-Based Learning in STEM Classrooms

Vu, Phu; Feinstein, Sheryl

doi:10.21890/ijres.328087

Cited by 36 publications

(29 citation statements)

References 6 publications

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“…In addition, we used an exploratory case study approach because it enabled us to answer not only what but also how and why type questions while taking into consideration how a phenomenon was affected by the context within which it was situated (Baxter & Jack, 2008). Furthermore, data collected in this type of multiple case study design is typically a lot richer and of greater depth than found in other types of case studies or experimental designs (Vu & Feinstein, 2017).…”

Section: Methodsmentioning

confidence: 99%

“…Data collected included the course instructor's written self-reflection with prompts provided by the researchers and a single unified online survey administered to the students who were enrolled in the courses taught by the instructors. Reflective practice is a research technique that helps individuals and groups reflect on their experiences and actions in order to engage in a process of continuous learning (Fook & Gardner, 2007;Vu & Feinstein, 2017). Conducting an online survey helped researchers test concepts, reflect the attitude of people, and establish the level of participant satisfaction in a large number of participants (Maxwell, 2012).…”

Section: Data Collection and Analysismentioning

confidence: 99%

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Moving from Face-to-Face to Remote Instruction in a Higher Education Institution during a Pandemic: Multiple Case Studies

Saidi

Criffield

Kracl

et al. 2020

IJTES

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In response to the Covid-19 pandemic, our institution, like others in higher education, suspended face- to-face classes and offered remote learning as an alternative. We report five cases of undergraduate and graduate courses that transitioned from a face-to-face to a remote mode. Each case will provide a detailed description of how the course was moved to an online mode, how the course was managed, the instructors’ previous experience in online teaching, their self-reflection on the process of transitioning to remote learning and their recommendations for a more successful experience in a similar potential scenario in the future. Further, we report the students’ perspectives based on their responses to an online survey. The combined results of the cases reported in this study reflect the resilience on both sides. A sudden shutdown of the university along with disease- related fears caused anxiety both for the students and instructors regardless of previous experience in online education. However, having online material pre-pandemic, possessing the technical skills, and previous online teaching or learning experience as well as having the infrastructure in place, facilitated the smooth navigation of the courses. The mode of delivery of the course (synchronous, asynchronous or blended) did not have an effect on students’ satisfaction.

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Section: Methodsmentioning

confidence: 99%

Section: Data Collection and Analysismentioning

confidence: 99%

Moving from Face-to-Face to Remote Instruction in a Higher Education Institution during a Pandemic: Multiple Case Studies

Saidi

Criffield

Kracl

et al. 2020

IJTES

Self Cite

View full text Add to dashboard Cite

show abstract

“…Distance education has many benefits such as ensuring the sustainability of education (Akinbadewa & Sofowora, 2020;Bruder, 1989;Omiles et al, 2019;Seage & Türegün, 2020), providing lifelong learning (Alharthi, 2020;Lou, 2004;Pambayun et al, 2019;Serhan, 2019) and reducing education costs (Al-Husban, 2020; Baggaley, 2008;Hall & Knox, 2009;Harrison & Lee, (2018) although the learner and the teacher are in different places but there are some limitations in terms of methods, schedule and time (Albalawi, 2018;Hannum, 2008;Hilton & Canciello, 2018;Thompson & McDowell, 2019;Uşun, 2006;Vu & Feinstein, 2017;Weinhandl et al, 2020). In addition, many factors such as lack of infrastructure (software, hardware etc.…”

Section: Introductionmentioning

confidence: 99%

Investigation of Views of Students and Teachers on Distance Education Practices during the Coronavirus (COVID-19) Pandemic

Hebebci

Bertiz²,

Alan

2020

IJTES

345

210

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The aim of this study is to reveal the opinions of teachers and students about the distance education applications carried out in the COVID-19 pandemic, which was identified in Wuhan, China in December 2019 and has spread around the globe in no time. The population of the research consists of 16 teachers and 20 students. The data were analyzed by content analysis technique and divided into themes, sub-themes and codes. It was concluded that students and teachers have positive and negative opinions about distance education activities. The fact that education can be carried out in a planned and scheduled manner even under extraordinary conditions is frequently expressed in positive opinions. Issues such as restricted interaction, infrastructure problems and lack of equipment are among the remarkable negative opinions regarding distance education activities. In addition, opinions have been put forward that distance education will be used more effectively in the future along with necessary improvement and in-service training.

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“…Educational games or game-based learning (GBL) refers to any learning environments or activities that use games to support teaching and learning (Chang, Liang, Chou, & Lin, 2017;Vu & Feinstein, 2017). It takes advantage of game playing to engage learners with learning assignments, in which learning and winning are both important (Whitton, 2012;Woo, 2014).…”

Section: Introductionmentioning

confidence: 99%

Promoting Healthy Nutrition through Educational Escape Games

Yachin¹,

Barak²

2019

InSITE Conference

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Aim/Purpose: The increased production of processed food, rapid urbanization, and changing lifestyles have led to a shift in dietary patterns so people are now consuming more unhealthy foods. To change unhealthy dietary patterns, there is a need to educate the individuals to keep a balanced diet that is rich in nutritional requirements. One way to educate a heterogeneous population, from preschool to adults, is by learning through games. Background: In recent years, the use of games as a pedagogical method is gaining momen-tum. Game-based learning (GBL) refers to any learning environments or activities that use games to support learning and teaching. GBL enables learners to practice skills that traditional teaching may not offer and promote more efficient learning. GBL includes various types of games; one of them is escape games (EG), which have become a popular trend in the world. Because EG are a relatively new phenomenon, the research on their development and educational value is still in its initial stages. Methodology: The current study is set to develop a methodology for ‘educational EG’ and to examine its role in promoting knowledge, awareness, and motivation toward a healthy nutrition. The study’s theoretical framework is guided by the situated learning theory, as EG are situated in a unique setting that instigates interactions between the players and between them and the learning environment. The research questions are 1. What is the educational potential of escape games? 2. Whether and how can EG promote knowledge, awareness, and motivation toward a healthy nutrition? 3. What are the predicting factors of knowledge, awareness, and motivation toward a healthy nutrition, in the context of educational EG? Contribution: The research’s contributions are in three levels: In the theoretical level, the study contributes a layer of knowledge on situated learning environments, offering a new model for the development and implementation of educational EG. In the methodological level, the study presents valid and reliable research tools for examining the effectiveness of educational EG. In the practical level, the study provides a tangible EG kit on healthy nutrition. Findings: Initial findings indicated on an overall increase in the participants’ positive views about EG as a situated learning environment. The findings also indicated that participation in an EG has a potential to promote knowledge and awareness of nutrition-related issues. The players’ motivation to learn about nutrition increased after participating in the game, mainly due to an increase in their sense of self-efficacy.

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An Exploratory Multiple Case Study about Using Game-Based Learning in STEM Classrooms

Cited by 36 publications

References 6 publications

Moving from Face-to-Face to Remote Instruction in a Higher Education Institution during a Pandemic: Multiple Case Studies

Moving from Face-to-Face to Remote Instruction in a Higher Education Institution during a Pandemic: Multiple Case Studies

Investigation of Views of Students and Teachers on Distance Education Practices during the Coronavirus (COVID-19) Pandemic

Promoting Healthy Nutrition through Educational Escape Games

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